Class 24: Friday 5/13 (Green) Monday 5/16 (Purple)
Focus: To evaluate the effectiveness of economic policies the 1970-1980's Presidents.
PAPER DUE FOR ALL SECTIONS ON FRIDAY
Activities:
1. Using the last two pages of the attached document- read and understand the economic policies of the Presidents
Homework:
Test both sections -Tuesday 5/17- See below review guide- you need to access this document using your school gmail account Review Guide Progressive- Conservative
2. Reagan Revolution- answer the questions on the second
3. Using the attached worksheets- describe the economic policies implemented by Nixon, Ford, Carter and Reagan.
Homework:
Historiography Paper due tomorrow Friday 5/13
Test for both sections- Tuesday 5/17
Class 22: Tuesday 5/10 (Green) Wednesday 5/11 (Purple) Focus:
Survey- You are required to take- if you miss this class you need to make up this survey!!
Evidence vs. reasoning
Activities:
1. Survey 11th Grade
2. Great Society Essay work- you need to be in your Wellesley gmail to access and you need to cut and past this into a new document Outline- Great Society
Homework:
Essay due Friday both sections- 2:30
Test next Tuesday 5/17 both sections
Class 21: (Green) Friday 5/6+ Monday 5/9 and (Purple) 5/9
Focus:
What is the evidence and reasoning?
Difference between using historical scholarship as evidence and as a reasoning?
Activities:
1. Using pages 5+6 Essay packet- IF YOU ARE ABSENT YOU NEED TO SEE ME ABOUT THE ESSAY!! 2. Green block only- watched the attached youtube under class 20 (See below)
Homework:
Historiography Paper is due Friday both sections by 2:30
Test on second half of Economic history- Both section Tuesday 5/17
Class 20: Tuesday 5/3 and Wednesday (Green) Thursday 5/5 (Purple) Focus:
To what extent did the New Deal provide relief, recovery and reform to the American people?
What is a back-up dancer -using historical scholarship in reasoning?
What constitutes as evidence when writing.
Activities:
1. Working in groups write claims based on the historical perspective your group was assigned (Commanger or Flynn)
3. Working in groups of three write a claim that addresses the focus question based on the author assigned,
GREEN ONLY:
Activities:
1. Go over causes of the Great Depression
2. Working in groups using the attached information on the New Deal create a poster that captures how the new deal provided Relief, Recovery and Reform
Homework:
Complete the socratic seminar prep= Due Tuesday 5/3 for Green
If you did not finish Purple- we will be presenting our Socratic Seminar information this Thursday 5/5
Class 18: Thursday 4/28 (Green) Friday 4/20 Focus: How did the economic conditions of the 1920's culminate in the Great Depression?
Activities:
GREEN ONLY
1. Finish Causes of Great Depression stations
2. Begin to go over Causes
Homework: Due Tuesday 5/3 for BOTH
Read the articles by Califano and Will and answer the attached socratic seminar prep
Class 17: Wednesday 4/27 (Green and Purple) Focus:
How did the economic conditions of the 1920's culminate in the Great Depression?
GREEN BLOCK:
Activities:
1. Finish presenting out the Progressive Era reforms
2. Share out and take notes answering :
How did the relationship between government and the people change during the Progressive Era?
3. Divide into groups and begin to take notes on the Causes of the Great Depression
PURPLE BLOCK:
1. Complete station activity on Causes of the Great Depression
2. Share out causes
Homework for both sections:
Due Thursday Green
Due Friday Purple
Read and take notes on attached LBJ assignment
Class 16: Tuesday 4/27 (Green and Purple)
Focus:
How did the relationship between government and the people change during the Progressive Era?
How did the economic conditions of the 1920's culminate in the Great Depression?
Activities:
Purple Only:
1. Go over Progressive Powerpoint
Class 15: Friday 4/15 (Green)
Focus:
What was the Populist legacy on the shifting size and scope of the national government?
Activities:
1. Go over populist packet
2. Get out Progressive Packet and note taking chart
Homework:
None- Enjoy break
Class 14: Thursday 4/14 (Both Green and Purple) Focus:
Who were the Populists?
What was the Populist legacy on the shifting size and scope of national government?
Activities:
1. Using computers complete the Populist party powerpoint and corresponding questions-
Class 13: Tuesday 4/12 (Green) Wednesday 4/13 (Purple) Focus:
To what extent should the events at the Homestead strike tarnish Carnegie's reputation?
Who were the Populists?
Activities:
1. Finish watching Carnegie documentary and answer questions (see attached questions under class 12)
2. Begin Populist powerpoint- answer questions on attached worksheet
Activities:
1. Test on Economic History- Founding - Gilded
2. Second half of class watch- American Experience- Andrew Carnegie- Richest Man in the World and answer attached video guide questions
Class 11.5( Half day) 4/6 (Both Sections) Focus:
How did labor respond to the growing power of corporations and to what extent were they effective?
Green Only:
1. Spend class time going over chart completed for homework
-Labor organization and Union- See below for notes (On both unions and the strikes)- Note you should have notes on the strikes you took individually- cross reference my notes with yours
Purple Only:
1. Read from pages 474- 478- Reading about corporation power
Brief Notes:
- Corporations consolidated power through horizontal and vertical integration
- Corporations consolidated power through trust, pools and monopolies
-Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)
Class 11: Tuesday April 5th (Green) Thursday April 7th (Purple)
Focus:
How did labor respond to the growing power of corporations and to what extent were they effective?
Activities:
1. Read from pages 474- 478- Reading about corporation power
Brief Notes:
- Corporations consolidated power through horizontal and vertical integration
- Corporations consolidated power through trust, pools and monopolies
-Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)
2. Read the first page of below packt providing an overview of Labor in Gilded Age
Homework:
Starting on the fourth page of packet "A" read the sections highlighted "One, Two and Three." In packet "B" write notes in the first three rows of the chart for "one" "Two" and "Three"
Packet A
Class Nine: Thursday 3/31- Green Friday 4/1- Purple Focus:
How does America become a great Industrial nation?
Activities:
1. Review west activity- Go over larger summary from the assignment yesterday
2. Brainstorm- On a SPOP write the answer focus question
3. Go through powerpoint-
Class Seven: Wednesday 3/30 - Both
Focus:
Evaluate the role the federal government had in building/settling the West.
How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
Activities:
1. 15 minutes working in station groups complete to prepare for informal discussion
2. Discussion about above worksheet and White article
3. Meet with assigned partner and answer the below three questions:
a. How did the White article and the station activity reinforce any existing idea(s) you had about the West/Westward settlement?
b. What was something new learned about settlement of the West?
c. What was the main takeaway form the White article and the station activity?
One person from each partnership submit responses
Homework:
Read pages 471-474 of the below packet. You do not need to annotate- only answer the question at the bottom of each page.
Class Six: Tuesday 3/29 (Both)
Evaluate the role the federal government had in building/settling the West.
How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
Activities:
1. Complete station activity-
Station activities:
Class Three: Monday 3/19 (Green) and Wednesday 3/21 (Purple)
ON TUESDAY 3/20 PURPLE BLOCK WAS CANCELLED!
Focus:
Graph the actions of national gov't/state gov'tprivate individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.
Activities:
1. Using class time have students graph the focus
Homework:
Complete the graph if you did not complete in class
Class Two: Friday 3/18 ( Green and Purple) Focus: Graph the actions of national gov't/state gov'tprivate individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.
Activities:
1. Receive a hard copy of the powerpoint below and working in groups graph the focus of lesson
Focus: To evaluate the effectiveness of economic policies the 1970-1980's Presidents.
PAPER DUE FOR ALL SECTIONS ON FRIDAY
Activities:
1. Using the last two pages of the attached document- read and understand the economic policies of the Presidents
2. Class evaluation
3. Prep for test
Homework:
Test both sections -Tuesday 5/17- See below review guide- you need to access this document using your school gmail account
Review Guide Progressive- Conservative
Class 23: Thursday 5/12 (Both Classes)
Focus: Conservative Resurgence 1970's-1980's
Activities:
1. Ford, Carter Presidential - answering the attached video guide
2. Reagan Revolution- answer the questions on the second
3. Using the attached worksheets- describe the economic policies implemented by Nixon, Ford, Carter and Reagan.
Homework:
Historiography Paper due tomorrow Friday 5/13
Test for both sections- Tuesday 5/17
Class 22: Tuesday 5/10 (Green) Wednesday 5/11 (Purple)
Focus:
Survey- You are required to take- if you miss this class you need to make up this survey!!
Evidence vs. reasoning
Activities:
1. Survey
11th Grade
2. Great Society Essay work- you need to be in your Wellesley gmail to access and you need to cut and past this into a new document
Outline- Great Society
Homework:
Essay due Friday both sections- 2:30
Test next Tuesday 5/17 both sections
Class 21: (Green) Friday 5/6+ Monday 5/9 and (Purple) 5/9
Focus:
What is the evidence and reasoning?
Difference between using historical scholarship as evidence and as a reasoning?
Activities:
1. Using pages 5+6 Essay packet- IF YOU ARE ABSENT YOU NEED TO SEE ME ABOUT THE ESSAY!!
2. Green block only- watched the attached youtube under class 20 (See below)
Homework:
Historiography Paper is due Friday both sections by 2:30
Test on second half of Economic history- Both section Tuesday 5/17
Class 20: Tuesday 5/3 and Wednesday (Green) Thursday 5/5 (Purple)
Focus:
To what extent did the New Deal provide relief, recovery and reform to the American people?
What is a back-up dancer -using historical scholarship in reasoning?
What constitutes as evidence when writing.
Activities:
1. Working in groups write claims based on the historical perspective your group was assigned (Commanger or Flynn)
2. Working in groups receive direct teaching on the last two questions listed under focus and complete below worksheet
3. Socratic Seminar- Purple only
Homework:
Green (assigned Wed) due Friday 5/6 - Read the annotate the first five pages of the attached packet
Purple- Read the above article (Evaluating the Success of Great society) Pages 1-5 AND watch the below clip of the documentary and take notes f
Class 19: Monday 5/2 (Both Classes)
Focus:
To what extent did the New Deal provide relief, reform and recovery to the American people?
PURPLE ONLY
1. Finish conclusions about FDR and New Deal
2. Read two different perspectives about the New Deal
3. Working in groups of three write a claim that addresses the focus question based on the author assigned,
GREEN ONLY:
Activities:
1. Go over causes of the Great Depression
2. Working in groups using the attached information on the New Deal create a poster that captures how the new deal provided Relief, Recovery and Reform
3. Present poster
Homework:
Complete the socratic seminar prep= Due Tuesday 5/3 for Green
If you did not finish Purple- we will be presenting our Socratic Seminar information this Thursday 5/5
Class 18: Thursday 4/28 (Green) Friday 4/20
Focus: How did the economic conditions of the 1920's culminate in the Great Depression?
Activities:
GREEN ONLY
1. Finish Causes of Great Depression stations
2. Begin to go over Causes
Homework: Due Tuesday 5/3 for BOTH
Read the articles by Califano and Will and answer the attached socratic seminar prep
Class 17: Wednesday 4/27 (Green and Purple)
Focus:
How did the economic conditions of the 1920's culminate in the Great Depression?
GREEN BLOCK:
Activities:
1. Finish presenting out the Progressive Era reforms
2. Share out and take notes answering :
How did the relationship between government and the people change during the Progressive Era?
3. Divide into groups and begin to take notes on the Causes of the Great Depression
PURPLE BLOCK:
1. Complete station activity on Causes of the Great Depression
2. Share out causes
Homework for both sections:
Due Thursday Green
Due Friday Purple
Read and take notes on attached LBJ assignment
Class 16: Tuesday 4/27 (Green and Purple)
Focus:
How did the relationship between government and the people change during the Progressive Era?
How did the economic conditions of the 1920's culminate in the Great Depression?
Activities:
Purple Only:
1. Go over Progressive Powerpoint
2. Present Progressive findings from yesterday
3. Causes of Great Depression
Green only-
1. Progressive powerpoint
2. Read progressive reforms
Write your note below
3. Jigsaw- findings
Homework: Both Classes
Read and annotate the below reading- Due in TWO classes (Purple- Due Friday 2/29) (Green Due Thursday 2/28)
Class 15: Friday 4/15 (Green)
Focus:
What was the Populist legacy on the shifting size and scope of the national government?
Activities:
1. Go over populist packet
2. Get out Progressive Packet and note taking chart
Homework:
None- Enjoy break
Class 14: Thursday 4/14 (Both Green and Purple)
Focus:
Who were the Populists?
What was the Populist legacy on the shifting size and scope of national government?
Activities:
1. Using computers complete the Populist party powerpoint and corresponding questions-
2. Poster Carousel
3. De-Brief
Homework:
None
Class 13: Tuesday 4/12 (Green) Wednesday 4/13 (Purple)
Focus:
To what extent should the events at the Homestead strike tarnish Carnegie's reputation?
Who were the Populists?
Activities:
1. Finish watching Carnegie documentary and answer questions (see attached questions under class 12)
2. Begin Populist powerpoint- answer questions on attached worksheet
Homework:
No homework
Class 12: Friday 4/8 (Both Sections)
Activities:
1. Test on Economic History- Founding - Gilded
2. Second half of class watch- American Experience- Andrew Carnegie- Richest Man in the World and answer attached video guide questions
Homework:
None
Class 11.5( Half day) 4/6 (Both Sections)
Focus:
How did labor respond to the growing power of corporations and to what extent were they effective?
Green Only:
1. Spend class time going over chart completed for homework
-Labor organization and Union- See below for notes (On both unions and the strikes)- Note you should have notes on the strikes you took individually- cross reference my notes with yours
Purple Only:
1. Read from pages 474- 478- Reading about corporation power
Brief Notes:
- Corporations consolidated power through horizontal and vertical integration
- Corporations consolidated power through trust, pools and monopolies
-Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)
Homework:
Purple- Read your assigned union and take notes in chart
Study for test (Both)
Class 11: Tuesday April 5th (Green) Thursday April 7th (Purple)
Focus:
How did labor respond to the growing power of corporations and to what extent were they effective?
Activities:
1. Read from pages 474- 478- Reading about corporation power
Brief Notes:
- Corporations consolidated power through horizontal and vertical integration
- Corporations consolidated power through trust, pools and monopolies
-Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)
2. Read the first page of below packt providing an overview of Labor in Gilded Age
3 Listen to James Green- The Haymarket Riot
Haymarket Riot
4. Assigned one of the three unions to read and complete section of chart
Homework:
Read your assigned union and answer questions on the chart
Attached below is the google link to the review guide- YOU MUST BE ON YOUR WELLESLEY HS ACCOUNT TO ACCESS LINK
Review for Assessment
Class 10: Monday April 4th (Both Classes)
Focus:
How does America become a great Industrial Nation?
Activities:
1. Complete the powerpoint- received hard copy of this powerpoint last class
2. Share out the questions from homework 471-474
3. Socratic Seminar
Homework:
Starting on the fourth page of packet "A" read the sections highlighted "One, Two and Three." In packet "B" write notes in the first three rows of the chart for "one" "Two" and "Three"
Packet A
Packet B
Class Nine: Thursday 3/31- Green Friday 4/1- Purple
Focus:
How does America become a great Industrial nation?
Activities:
1. Review west activity- Go over larger summary from the assignment yesterday
2. Brainstorm- On a SPOP write the answer focus question
3. Go through powerpoint-
4. Break into groups and answer the questions last night's homework (471-474)
Homework: Due Monday 4/4- Socratic Seminar
Using the Entrepreneurs Reading- prepare for socratic seminar using the below worksheet
Class Seven: Wednesday 3/30 - Both
Focus:
Evaluate the role the federal government had in building/settling the West.
How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
Activities:
1. 15 minutes working in station groups complete to prepare for informal discussion
2. Discussion about above worksheet and White article
3. Meet with assigned partner and answer the below three questions:
a. How did the White article and the station activity reinforce any existing idea(s) you had about the West/Westward settlement?
b. What was something new learned about settlement of the West?
c. What was the main takeaway form the White article and the station activity?
One person from each partnership submit responses
Homework:
Read pages 471-474 of the below packet. You do not need to annotate- only answer the question at the bottom of each page.
Class Six: Tuesday 3/29 (Both)
Evaluate the role the federal government had in building/settling the West.
How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
Activities:
1. Complete station activity-
Station activities:
If you are absent you need to get to schedule a time to come to my class and read the documents associated with the station activity.
3. Using the remainder of class time begin to complete the below worksheet
Homework:
Read and annotate
Class Four: Thursday 3/24(Green) Monday 3/28 (Purple)
Activities:
1. Hang posters around the room and complete the attached poster sheet
2. Share out findings
3. Purple- Get Settlement of the West handout- see class five for electronic copy
Homework:
Due Wednesday 3/30- Read and annotate attached article
Make sure that the Richard White Article is read and the questions are answered
Class Three: Monday 3/19 (Green) and Wednesday 3/21 (Purple)
ON TUESDAY 3/20 PURPLE BLOCK WAS CANCELLED!
Focus:
Graph the actions of national gov't/state gov'tprivate individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.
Activities:
1. Using class time have students graph the focus
Homework:
Complete the graph if you did not complete in class
Class Two: Friday 3/18 ( Green and Purple)
Focus:
Graph the actions of national gov't/state gov'tprivate individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.
Activities:
1. Receive a hard copy of the powerpoint below and working in groups graph the focus of lesson
Homework:
None
Class One: Thursday 3/17 (Green and Purple)
Focus:
What role should the national government play in shaping the economy?
Activities:
1. Present the below presentation- only got through half of the slides
2. Go over Jefferson v. Hamilton Reading
Hamilton not Jefferson
Homework:
None